Exploring eurocentrism in portuguese History manuals

Detalhes bibliográficos
Autor(a) principal: Araújo, Marta
Data de Publicação: 2010
Outros Autores: Maeso, Silvia Rodrígues
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Sociologia
Texto Completo: https://periodicos.fclar.unesp.br/estudos/article/view/2559
Resumo: In this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings.
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spelling Exploring eurocentrism in portuguese History manualsExplorando o eurocentrismo nos manuais portugueses de HistóriaRacePowerEurocentrismEducation in PortugalPortuguese history manualsRaçaPoderEurocentrismoEducação em PortugalManuais escolares de históriaIn this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings.Neste artigo, apresentamos uma abordagem analítica desenvolvida no âmbito do projecto de investigação “Raça” e África em Portugal: um estudo sobre manuais escolares de história. Em particular, exploramos a construção de uma visão eurocêntrica da história nacional/europeia resultante de uma epistemologia assente numa concepção teleológica do tempo histórico e no desenho de uma geografi a que se baseia na dicotomia centro/periferias. Para tal, propomos três linhas analíticas: (i) o emprego do espaço/tempo para a construção de uma narrativa histórica lógica; (ii) o uso do Estado nacional democrático como paradigma de administração política, social e económica; (iii) a naturalização de relações de poder e violência, de forma a produzir uma narrativa despolitizada de certos processos cruciais (como a escravatura ou a cristianização). De seguida, analisamos as implicações deste enquadramento para a educação, argumentando que a prevalência de uma epistemologia positivista – que propõe uma abordagem compensatória à diferença, por meio da inclusão de outras versões da história – é incapaz de desafi ar e transformar as narrativas eurocêntricas ofi ciais. Concluímos com a proposta de uma abordagem empírica para o estudo dos manuais escolares que considere a diversidade de actores envolvidos na sua produção e circulação e a multiplicidade de leituras dos textos.FCL-UNESP Laboratório Editorial2010-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/estudos/article/view/2559Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades1982-47181414-0144reponame:Estudos de Sociologiainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/estudos/article/view/2559/2179Copyright (c) 2010 Estudos de Sociologiainfo:eu-repo/semantics/openAccessAraújo, MartaMaeso, Silvia Rodrígues2021-05-12T13:46:49Zoai:ojs.pkp.sfu.ca:article/2559Revistahttp://seer.fclar.unesp.br/estudosPUBhttp://seer.fclar.unesp.br/estudos/oaistraud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br1982-47181414-0144opendoar:2021-05-12T13:46:49Estudos de Sociologia - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Exploring eurocentrism in portuguese History manuals
Explorando o eurocentrismo nos manuais portugueses de História
title Exploring eurocentrism in portuguese History manuals
spellingShingle Exploring eurocentrism in portuguese History manuals
Araújo, Marta
Race
Power
Eurocentrism
Education in Portugal
Portuguese history manuals
Raça
Poder
Eurocentrismo
Educação em Portugal
Manuais escolares de história
title_short Exploring eurocentrism in portuguese History manuals
title_full Exploring eurocentrism in portuguese History manuals
title_fullStr Exploring eurocentrism in portuguese History manuals
title_full_unstemmed Exploring eurocentrism in portuguese History manuals
title_sort Exploring eurocentrism in portuguese History manuals
author Araújo, Marta
author_facet Araújo, Marta
Maeso, Silvia Rodrígues
author_role author
author2 Maeso, Silvia Rodrígues
author2_role author
dc.contributor.author.fl_str_mv Araújo, Marta
Maeso, Silvia Rodrígues
dc.subject.por.fl_str_mv Race
Power
Eurocentrism
Education in Portugal
Portuguese history manuals
Raça
Poder
Eurocentrismo
Educação em Portugal
Manuais escolares de história
topic Race
Power
Eurocentrism
Education in Portugal
Portuguese history manuals
Raça
Poder
Eurocentrismo
Educação em Portugal
Manuais escolares de história
description In this article, we present an analytical approach developed under the investigation project “Race” and Africa in Portugal: a study about history school manuals. We particularly explore the construction of a Eurocentric view of national/European history resulting from an epistemology based on a teleological conception of historical time and the design of a geography based on the dichotomy center/peripheries. In order to do so, we propose three analytical lines: (i) the employment of space/time for the construction of a logical historical narrative; (ii) the use of the national democratic State as the paradigm of political, social and economic administration; (iii) the naturalization of relations of power and violence, as a way of producing a narrative depoliticized of certain crucial processes (such as slavery or Christianization). Next, we analyze the implications of this framework for education, by arguing that the prevalence of a positivist epistemology – which proposes an approach that compensates for difference through inclusion and other versions of history – is incapable of challenging and transforming the offi cial Eurocentric narratives. We conclude with the proposition of an empiric approach for the study of school manuals that considers the diversity of actors involved in its production and circulation, and also the multiplicity of text readings.
publishDate 2010
dc.date.none.fl_str_mv 2010-05-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/estudos/article/view/2559
url https://periodicos.fclar.unesp.br/estudos/article/view/2559
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/estudos/article/view/2559/2179
dc.rights.driver.fl_str_mv Copyright (c) 2010 Estudos de Sociologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Estudos de Sociologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv FCL-UNESP Laboratório Editorial
publisher.none.fl_str_mv FCL-UNESP Laboratório Editorial
dc.source.none.fl_str_mv Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades
1982-4718
1414-0144
reponame:Estudos de Sociologia
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Estudos de Sociologia
collection Estudos de Sociologia
repository.name.fl_str_mv Estudos de Sociologia - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv straud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br
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